Civics and Government
Foundations of American Government
CV1001
Civics and Government
Unit 1: Foundations of American Government
Big Picture Graphic
Overarching Question:
How are both knowledge about American constitutional government and actions by citizens essential
components of effective government?
Previous Unit:
US History and
Geography
This Unit:
Foundations of American Government
Questions To Focus Assessment and Instruction:
1. How have different views about human nature and the purposes
of government resulted in different forms of government?
2. How have ideas about government influenced constitutional
principles and fundamental values in the United States?
3. What is meant by a government “of the people, by the people,
[and] for the people?”
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Next Unit:
Limited Government
Types of Thinking:
Classifying/Grouping
Compare and Contrast
Cause and Effect
Description
Identifying Perspectives
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Unit Abstract:
This unit introduces students to the fundamental values and constitutional principles of the
American political system. The responsibilities of citizens in our democratic republic are explored
at the end of the unit. Students begin their study of civics and government by exploring why
people form governments. They think about what life would be like without government, rules or
laws. By considering the advantages of forming a civil society, students explore the purposes of
government, role of citizens and institutions, and the distribution of political power. Using ideas
from influential political philosophers such as Aristotle, Hobbes, Locke, and Rousseau, students
explore how each viewed the role of government. Next, students examine historical and
contemporary forms of government with a focus on the rights of citizens, role of citizens and
institutions, and the distribution of political power. In doing so, students explore the relationship
between the authority of a centralized government and the rights of its citizens, as well as the
distinction between limited and unlimited governments. Students then focus on the American form
of government with an emphasis on the historical context and the ideas and principles in the
Declaration of Independence and United States Constitution. They analyze the compromises
made to create the Constitution and examine the provisions the Founders included to delegate and
limit the power of government. Next, students examine how the Constitution creates a democratic
republic and the importance of the rule of law to our constitutional scheme. They also investigate
how ideas such as natural rights, social contract, popular sovereignty, limited government, and
representative government are reflected in our foundational documents. After examining some of
the rights and responsibilities of citizenship, students reflect on what is meant by a government “of
the people, by the people, [and] for the people.” In doing so, they consider the voluntary nature of
citizenship in the United States, the means by which citizens effectuate change through civic
engagement and the role civil disobedience has played in our society. The unit concludes with
students identifying problems facing American citizens today and reflecting on how these issues
are related to conflicting constitutional principles and/or fundamental values.
Focus Questions
1. How have different views about human nature and the purposes of government resulted in
different forms of government?
2. How have ideas about government influenced constitutional principles and fundamental
values in the United States?
3. What is meant by a government “of the people, by the people, [and] for the people?”
Content Expectations:
C.1.1.2: Explain and provide examples of the concepts “power,” “legitimacy,” “authority,” and
“sovereignty.”
C1.1.3:
Identify and explain competing arguments about the necessity and purposes of
government (such as to protect inalienable rights, promote the general welfare, resolve
conflicts, promote equality, and establish justice for all). Also meets C3.4.2.
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C1.1.4:
Explain the purposes of politics, why people engage in the political process, and what
the political process can achieve (e.g., promote the greater good, promote self-interest,
advance solutions to public issues and problems, achieve a just society).
C1.2.1:
Identify, distinguish among, and provide examples of different forms of governmental
structures including anarchy, monarchy, military junta, aristocracy, democracy,
authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.
Also meets C1.1.2.1
C1.2.2:
Explain the purposes and uses of constitutions in defining and limiting government,
distinguishing between historical and contemporary examples of constitutional
governments that failed to limit power (e.g., Nazi Germany and Stalinist Soviet Union)
and successful constitutional governments (e.g., contemporary Germany and United
Kingdom).
C1.2.3:
Compare and contrast parliamentary, federal, confederal, and unitary systems of
government by analyzing similarities and differences in sovereignty, diffusion of power,
and institutional structure.
C1.2.4:
Compare and contrast direct and representative democracy.
C2.1.1:
Explain the historical and philosophical origins of American constitutional government
and evaluate the influence of ideas found in the Magna Carta, English Bill of Rights,
Mayflower Compact, Iroquois Confederation,2 Northwest Ordinance, Virginia Statute for
Religious Freedom, Declaration of Independence, Articles of Confederation, selected
Federalist Papers (such as the 10th, 14th, 51st), John Locke’s Second Treatise,
Montesquieu’s Spirit of Laws, and Paine’s Common Sense.3
C2.1.2:
Explain the significance of the major debates and compromises underlying the formation
and ratification of the American constitutional government including the Virginia and New
Jersey plans, the Great Compromise, debates between Federalists and Anti-Federalists,
debates over slavery, and the promise for a bill of rights after ratification.
C2.1.3:
Explain how the Declaration of Independence, Constitution, and Bill of Rights reflect
[fundamental values of America’s constitutional republic (e.g., life, liberty, property, the
pursuit of happiness, the common good, justice, equality, diversity, authority,
participation, and patriotism) and]4 political principles of popular sovereignty, rule of law,
1
Use concepts such as “power,” “legitimacy,” “authority,” and “sovereignty” as criteria to distinguish these forms of
government.
2
Since the Iroquois Confederation is not a document and academics overwhelmingly dispute its influence upon the
creation of the Constitution, the Iroquois Confederation portion of the expectation is not addressed in this unit.
3
Many of the historical events listed in this expectation are addressed in the Foundations unit of U.S. History and
Geography course (See 9th Grade, Unit 1).
4
Text appearing in brackets [ ] has been added to the language of the original expectation. These modifications have
been made to provide clarity, coherence, and consistency when multiple expectations address the same essential
understanding.
Michigan Citizenship Collaborative Curriculum
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CV1001
checks and balances, separation of powers, social compact, natural rights, individual
rights, separation of church and state, republicanism, and federalism. Also meets
C2.2.1.5
C2.2.3:
Use past and present policies to analyze conflicts that arise in society due to competing
constitutional principles or fundamental values (e.g., liberty and authority, justice and
equality, individual rights, and the common good).
C2.2.4:
Analyze and explain ideas about fundamental values like liberty, justice, and equality
found in a range of documents (e.g., Martin Luther King’s “I Have a Dream” speech and
“Letter from Birmingham City Jail,” the Universal Declaration of Human Rights, the
Declaration of Sentiments, the Equal Rights Amendment, and the Patriot Act).
C2.2.5:
Use examples to investigate why people may agree on constitutional principles and
fundamental values in the abstract, yet disagree over their meaning when they are
applied to specific situations.
C3.2.1:
Explain how the principles of enumerated powers, federalism, separation of powers,
bicameralism, checks and balances, republicanism, rule of law, individual rights
[including the Bill of Rights], inalienable rights, separation of church and state, and
popular sovereignty serve to limit the power of government. Also meet C3.2.4.6
C3.2.3:
Identify specific provisions in the Constitution that limit the power of the federal
government.
C3.2.4:
Explain the role of the Bill of Rights and each of its amendments in restraining the power
of government over individuals.
C3.4.1:
Explain why the rule of law has a central place in American society (e.g., Supreme Court
cases like Marbury v. Madison and U.S. v. Nixon; practices such as submitting bills to
legal counsel to ensure congressional compliance with the law).
C5.1.2:
Compare the rights of citizenship an American has as a member of a state and the
nation.7
C5.2.1:
Explain the distinction between citizens by birth, naturalized citizens, and non-citizens.
C5.2.2:
Describe the distinction between legal and illegal immigration and the process by which
legal immigrants can become citizens.
5
C2.2.1 asks students to explain how fundamental values are reflected in constitutional principles. Core democratic
values of American constitutional democracy include both fundamental values and constitutional principles. They are
distinct but related concepts, both of which are reflected in our foundational documents. Accordingly, expectation
C2.1.3 has been rewritten in this document for clarity and accuracy.
6
Text appearing in brackets [ ] has been added to the language of the original expectation.
7
This expectation has been modified to be grammatically correct.
Michigan Citizenship Collaborative Curriculum
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Civics and Government
Foundations of American Government
CV1001
C5.2.3:
Evaluate the criteria used for admission to citizenship in the United States and how
Americans expanded citizenship over the centuries (e.g., removing limitations of
suffrage).
C5.4.2:
[Explain the idea and meaning of citizenship and] describe the importance of citizens’
civic responsibilities including obeying the law, being informed and attentive to public
issues, monitoring political leaders and governmental agencies, assuming leadership
when appropriate, paying taxes, registering to vote and voting knowledgeably on
candidates and issues, serving as a juror, serving in the armed forces, and performing
public service [to the preservation of American constitutional democracy]. Also meets
C5.1.1; C5.4.1; C5.4.3; C5.5.1; C5.5.2; C5.5.3; C6.2.9.
C6.1.1:
Identify and research various viewpoints on significant public policy issues.
C6.2.3:
Describe how, when, and where individuals can participate in the political process at the
local, state, and national levels (including, but not limited to voting, attending political and
governmental meetings, contacting public officials, working in campaigns, community
organizing, demonstrating or picketing, boycotting, joining interest groups or political
action committees); evaluate the effectiveness of these methods.8
C6.2.5:
Describe how citizen movements seek to realize fundamental values and principles of
American constitutional democracy.
C6.2.6:
Analyze different ways people have used civil disobedience, the different forms civil
disobedience might take (e.g., violent and non-violent) and their impact.
Key Concepts
authority
Bill of Rights
citizenship
civil disobedience
civil society
constitutional government
constitutional principles
enumerated powers
equality
federalism
governmental structures / forms of government
liberty
limited / unlimited government
natural rights
8
This expectation ended with the phrase “of participants.” This phrase has been removed for grammar and clarity.
Michigan Citizenship Collaborative Curriculum
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Civics and Government
Foundations of American Government
CV1001
purposes of government
republic
rule of law
social contract
sovereignty
Duration
3 weeks
Lesson Sequence
Lesson 1: Why Do We Need Government?
Lesson 2: Forms of Governments
Lesson 3: The Declaration of Independence
Lesson 4: Introducing the Constitution
Lesson 5: A Government of Compromises
Lesson 6: Defining Government in the United States
Lesson 7: The Meaning of Citizenship
Lesson 8: Citizens and Civic Engagement
Lesson 9: Citizenship and Civil Disobedience
Lesson 10: When Fundamental Values and Constitutional Principles Conflict
Assessment
Selected Response Items
Constructed Response Items
Performance Assessments
C1.1.2; C1.1.3;
C1.2.1; C1.2.2;
C1.2.3; C2.1.1
Explain how ideas about human nature and the purposes of government
have influenced the types of governments people form. Use the United
States and two other countries as examples. For each country, explain how
decisions regard the legitimacy of power, diffusion of power, limits of
government, and number of rulers reflect thoughts about human nature and
purposes of government.
Resources
Equipment/Manipulative
Chart paper
Computers for students with Internet Access
Document Camera, Overhead Projector, or Computer Projector
Highlighters
Michigan Citizenship Collaborative Curriculum
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Foundations of American Government
CV1001
Markers
Student Notebook or Journal for the Citizenship Notebook
Student Resource
“Amendments.” Constitution Guide. Justice Learning. 22 July 2009 <
http://www.justicelearning.org/justice_timeline/Amendments.aspx >.
∗
American Government & Politics. ThisNation.com. 22 July 2009 <http://www.thisnation.com/>.
“Articles.” Constitution Guide. Justice Learning. 22 July 2009
<http://www.justicelearning.org/justice_timeline/Articles.aspx?id=2>.
Brookings Institute. 22 July 2009 <http://www.brookings.edu/>.
The Cato Institute. 22 July 2009 <http://www.cato.org>.
Center for American Progress. 22 July 2009 <http://www.americanprogress.org>.
“Civil Disobedience The History of the Concept.” Science Encyclopedia. 22 July 2009
<http://science.jrank.org/pages/8660/Civil-Disobedience-HistoryConcept.html#ixzz0L9NCVZCH&D>.
Confederate States of America. Declaration of the Immediate Causes Which Induce and Justify the
Secession of South Carolina from the Federal Union. Avalon Project at Yale Law School. 22
July 2009 <http://www.yale.edu/lawweb/avalon/csa/scarsec.htm>.
Declaration of Independence. Charters of Freedom. National Archives. 22 July 2009
<http://www.archives.gov/exhibits/charters/declaration.html>.
Definitions and Notes. The World Factbook. US Central Intelligence Agency. 22 July 2009
<https://www.cia.gov/library/publications/the-world-factbook/docs/notesanddefs.html#2128>.
Democracy Glossary. Justice Learning. 22 July 2009
http://services.justicetalking.org/dg/demoglossary.aspx?STerm=J
Facing Up to the Nation’s Finances. 22 July 2009 <http://www.facingup.org/>.
George Washington and Civic Virtue. Rediscovering George Washington. PBS. 22 July 2009
<http://www.pbs.org/georgewashington/classroom/civic_virtue2.html>.
The Heritage Foundation. 22 July 2009 <http://www.heritage.org/>.
∗
Although resources denoted with an asterisk are not cited in the lessons of the unit, they are included here to provide
meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Foundations of American Government
CV1001
Introductions: Guided Reading, The American Revolution. The Gilder Lehrman Institute of
American History. 22 July 2009
<http://www.gilderlehrman.org/teachers/module1/intro_pop9.html>.
Issues. Justice Learning. 22 July 2009 <http://www.justicelearning.org/Issues.aspx>.
King, Jr., Martin Luther. “Letter From Birmingham Jail, April 16, 1963.” MLK Online. 22 July 2009
<http://www.mlkonline.net/jail.html>.
Legal Immigration A to Z (101) How does it Work? Living in America. Reason.com. 22 July 2009
<http://www.google.com/imgres?imgurl=http://www.reason.com/images/07cf533ddb1d0635
0cf1ddb5942ef5ad.jpg&imgrefurl=http://www.living-in-america.biz/blog/immigration/legalimmigration-a-z-101-how-does-itwork/&h=1584&w=2448&sz=2334&tbnid=2IErAwzXRHi6LM:&tbnh=97&tbnw=150&prev=/im
ages%3Fq%3Dlegal%2Bimmigration&usg=__x3gJJ88eps6L8IMPa9yo8tSzKC8=&ei=SyFe
Ss7GHpGoMMqm8b8C&sa=X&oi=image_result&resnum=4&ct=image>.
“The Preamble.” Constitution Guide. Justice Learning. 22 July 2009
<http://www.justicelearning.org/justice_timeline/Articles.aspx>.
Primary Documents in American History. Library of Congress. American Memory Project. 22 July
2009 <http://lcweb2.loc.gov/ammem/help/constRedir.html>.
Public Agenda. 22 July 2009 <http://www.publicagenda.org/>.
Types of Governments. CBBC Newsround. 22 July 2009
<http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/united_nations/types_of_governm
ent/newsid_2151000/2151570.stm>.
United States Constitution. Cornell Law School. Legal Information Institute. 22 July 2009
<http://www.law.cornell.edu/constitution/constitution.overview.html>.
We the People Student Book. Center for Civic Education. 22 July 2009
<http://www.civiced.org/index.php?page=wtp_hs02_sb>.
Teacher Resource
Antifederalists vs. Federalists. AP US History. 22 July 2009
<http://chaffeyaphistory.homestead.com/files/RatificationDebate.html>.
Beeman, Richard R. A Republic if You Can Keep it: Perspectives on the Constitution. Constitution
Center. 22 July 2009
<http://constitutioncenter.org/ncc_edu_A_Republic_If_You_Can_Keep_It.aspx>.
“Composing the Constitution” American History: Foundations of American Government. United
Streaming. 22 July 2009 <www.unitedstreaming.com>.
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∗
The Constitution: That Delicate Balance. Annenberg Foundation. 1984. 22 July 2009
<http://www.learner.org/resources/series72.html#program_descriptions>.
*Constitutional Topic: The Constitutional Convention. US Constitution Online. 22 July 2009
<http://www.usconstitution.net/consttop_ccon.html>.
Declaration of Independence. Teacher Annotation. Edsitement. National Endowment for the
Humanities. 22 July 2009
<http://edsitement.neh.gov/lesson_images/lesson723/Declaration_Teacher.pdf>.
*“An Expression of the American Mind”: Understanding the Declaration of Independence. National
Endowment for the Humanities. 22 July 2009
<http://edsitement.neh.gov/view_lesson_plan.asp?id=723#01>.
The Federalist Papers. Avalon Project at Yale Law School. 22 July. 2009
<http://avalon.law.yale.edu/subject_menus/fed.asp>.
The Federalist Papers: No. 51. Avalon Project.Yale Law School. 22 July 2009
<http://avalon.law.yale.edu/18th_century/fed51.asp>.
The Federalist Papers: No. 14. The Avalon Project. Yale Law School. 22 July 2009
<http://avalon.law.yale.edu/18th_century/fed14.asp>.
“A Group of British Boys Is Stranded on a Deserted Island” Great Books: Lord of the Flies. United
Streaming. 22 July 2009 <http://search.discoveryeducation.com>.
Jean-Jacque Rousseau. The Internet Encylopedia of Philosophy. 2006. 22 July 2009
<http://www.iep.utm.edu/r/rousseau.htm#H4>.
John Locke. The Internet Encyclopedia of Philosophy. 2006. 22 July 2009
<http://www.iep.utm.edu/l/locke.htm#Two%20Treatises%20of%20Government>.
“Key Constitutional Concepts.” Annenberg Foundation. 22 July 2009
<http://sunnylandsclassroom.org/Asset.aspx?id=12>.
*
Lesson Plan: The Declaration of Independence: From Rough Draft to Proclamation. Library of
Congress.22 July 2009
<http://myloc.gov/Education/LessonPlans/Pages/lessonplans/declaration/index.aspx>.
Lucas, Stephen E. Stylistic Artistry of the Declaration of Independence. National Archives. 22 July
2009 <http://www.archives.gov/exhibits/charters/declaration_style.html>.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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*Madison Debates, May 31. The Avalon Project. 22 July 2009
<http://avalon.law.yale.edu/18th_century/debates_531.asp>.
Maggs, Gregory E. “The Federalist Papers as Evidence of the Framers’ Original Intent.” A Concise
Guide to the Federalist Papers. Boston University Law Review. 22 July 2009
<http://www.bu.edu/law/central/jd/organizations/journals/bulr/documents/MAGGS.pdf>.
The Mayflower Compact. The Pilgrim Hall Museum. 22 July 2009
<http://www.pilgrimhall.org/compcon.htm>.
Monk, Linda R. The Words We Live By. Your Annotated Guide to the Constitution. NY: Hyperion,
2003.
*Muchmore, Andrew. The English Bill of Rights and Its Influence on the United States Constitution.
22 July 2009
<http://www.thegloriousrevolution.org/docs/english%20bill%20of%20rights.htm>.
“Philosopher Reading.” ESubjects.com. 22 July 2009
<http://www.esubjects.com/curric/general/am_gov/unit_one/pdf/philosopher_reading.pdf>.
*Philosphers. Philosophy Resources on the Internet. 22 July 2009
<http://www.epistemelinks.com/Main/MainPers.aspx>.
Plato. Stanford Encyclopedia of Philosophy. 22 July 2009 <http://plato.stanford.edu/entries/plato/>.
Plato’s Political Philosophy. Internet Encyclopedia of Philosophy. 22 July 2009
<http://www.iep.utm.edu/p/platopol.htm>.
The Prince by Niccolo Machiavelli Study Guide. Gradesaver.com. 22 July 2009
<http://www.gradesaver.com/the-prince/study-guide/short-summary/>.
∗
Shenkman, Rick. 5 Myths About Those Civic-Minded, Deeply Informed Voters. The Washington
Post. 7 Sept. 2008. 22 July 2009 <http://www.washingtonpost.com/wpdyn/content/article/2008/09/05/AR2008090502666.html?nav=most_emailed>.
Thomas Hobbes Political and Moral Philosophy. Internet Encyclopedia of Philosophy. 22 July 2009
<http://www.iep.utm.edu/h/hobmoral.htm>.
Twyman, Debbie and Craig Whitney. Hobbes, Locke, Montesquieu, and Rousseau on
Government. AP Government. 31 March 2009. 22 July 2009 <http://www.twymanwhitney.com/apgovpol/readings/HobbesLockeMontesquieuandRousseauonGovernment.pdf
>.
∗
Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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For Further Professional Knowledge
Bailyn, Bernard. To Begin the World Anew: The Genius and Ambiguities of the American
Founders. New York: Knopf, 2003.
Barbour, Christine and Gerald C. Wright. Keeping the Republic: Power and Citizenship in
American Politics, The Essentials, 4th ed. Washington, DC: CQ Press, 2008.
Cigler, Allan J. and Burdett A. Loomis. American Politics: Classic and Contemporary Readings
Boston: Houghton-Mifflin, 1995.
Ginsberg, Benjamin, Theodore J. Lowi and Margaret Weir. We the People: An Introduction to
American Politics, 5th ed. NY: W.W. Norton, Co., 2004.
Greene, Jack P. The Intellectual Construction of America. Chapel Hill, NC: Univ of North Carolina
Press, 1997.
Kernell, Samuel and Steven S. Smith. Principles and Practice of American Politics: Classic and
Contemporary Readings, 3rd ed. Washington, DC: CQ Press, 2006.
- - - and Gary C. Jacobson. 2006. The Logic of American Politics. CQ Press. 4th ed., Washington,
DC: CQ Press, 2008.
O’Connor, Karen and Larry J. Sabato. Essentials of American Government: Roots and Reform.
Upper Saddle River, NJ: Pearson Education, 2009.
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